The instruction for this lesson will revolve around the grouping of two different course standards to show how mathematics is naturally integrated into the criminal justice curriculum. Stringing a crime scene to determine bullet trajectories will meet the following standards:
Criminal Justice
Unit M: Explaining how to protect and document a crime scene.
Demonstrate standard forensic practices for collecting evidence.
Mathematics
G-3.12: Use trigonometric ratios to solve problems involving right triangles.
Because of the seeming difference between the two standards, the materials for this lesson will be presented step by step in an effort to demonstrate the interconnectedness of the two disciplines. Several methods of instruction will be incorporated into this lesson, with the primary method being direct instruction. All instruction will be teacher lead with practice incorporating collaborative inquiry and applied practice. During the collaborative inquiry, the mathematics instructor and the criminal justice instructor will assess the individuals by observation and questioning. The final practice grades will be individual grades/assessments that are given by and determined by the criminal justice instructor. The cycle of learning will be as follows:
Getting Started
Two trig problems to review previously learned connection between trigonometry and right triangles.
Engage
Youtube video of popular crime scene investigation show to engage the students.
Explore
Brainstorm the evidence presented by a bullet at a crime scene. Evaluate necessary steps for measuring a bullet hole at a crime scene.
Explain
Demonstrate how to calculate the impact angles using the bullet hole measurements and trigonometry.
Practice Together
Apply the trig functions to three problems together. One of the problems will be a real world scenario.
Practice in Teams
Students will form teams and will be given three problems at three work stations.
Practice Alone
Students will be required to complete a contextual problem in class.
Evaluate Understanding
The problem mentioned above will be discussed and worked through in class.
Close
One final in class problem to be turned in at the end of class. A homework sheet will be given at this time.
Flowchart
Instructional Strategy
The instruction for this lesson will revolve around the grouping of two different course standards to show how mathematics is naturally integrated into the criminal justice curriculum. Stringing a crime scene to determine bullet trajectories will meet the following standards:
Criminal Justice
Unit M: Explaining how to protect and document a crime scene.
Mathematics
G-3.12: Use trigonometric ratios to solve problems involving right triangles.
Because of the seeming difference between the two standards, the materials for this lesson will be presented step by step in an effort to demonstrate the interconnectedness of the two disciplines. Several methods of instruction will be incorporated into this lesson, with the primary method being direct instruction. All instruction will be teacher lead with practice incorporating collaborative inquiry and applied practice. During the collaborative inquiry, the mathematics instructor and the criminal justice instructor will assess the individuals by observation and questioning. The final practice grades will be individual grades/assessments that are given by and determined by the criminal justice instructor. The cycle of learning will be as follows:
Getting Started
Two trig problems to review previously learned connection between trigonometry and right triangles.
Engage
Youtube video of popular crime scene investigation show to engage the students.
Explore
Brainstorm the evidence presented by a bullet at a crime scene. Evaluate necessary steps for measuring a bullet hole at a crime scene.
Explain
Demonstrate how to calculate the impact angles using the bullet hole measurements and trigonometry.
Practice Together
Apply the trig functions to three problems together. One of the problems will be a real world scenario.
Practice in Teams
Students will form teams and will be given three problems at three work stations.
Practice Alone
Students will be required to complete a contextual problem in class.
Evaluate Understanding
The problem mentioned above will be discussed and worked through in class.
Close
One final in class problem to be turned in at the end of class. A homework sheet will be given at this time.